Presentation on theme: "Season s in Art European Artists inspired by Seasonal changes."— Presentation transcript:
Season s in Art European Artists inspired by Seasonal changes
Seasons Primary Subject - Language, Arts Secondary Subjects - Science, Art Topic: "Seasons" Objective: Categorize pictures by the names of the seasons they illustrate. Materials: chalkboard (or large paper) Art pieces illustrating Seasons drawing paper, scissors, tape, coloring utensils Procedures: 1. Talk about Seasons, or read some story related to the theme. Ask "Does anyone know what season it is now? What are some things that you see that tell you what season it is? What are some things that would tell you if it was winter, spring, summer?" 2. Write the word "seasons" on the board. Ask students if they can name all the seasons. As they name, write them on the board clockwise around "seasons". Tell students that their job today is to draw a picture of their favorite season to place on the board in the right category. They also need to come up with a sentence that describes their picture. 3. Allow students time to draw and color. Observe and monitor their work. 4. When students are finished coloring, have them place their pictures underneath the appropriate category on the board and ask some of them to explain what it is that makes their picture belong in that season
SEASONS Primary Subject - Science Secondary Subjects – Art Content: Students will be able to comprehend the changing of the seasons and identify them via viewing illustrations, class discussions, and other activities. They will investigate and describe what makes up weather and how it changes from day to day or from season to season. Development of the Lesson: Introduction: Students will be asked how many seasons there are. Their attention will be captured by watching a short PowerPoint presentation on the four seasons. The lesson will advance their knowledge of previous weather understandings. Lastly the students may go online to view other informative sites. Methods/Procedures: The students will be asked what they previously learned about seasons from home or in class. Discuss with the students what the weather is at this present time and have them write down what season we are in right now. Ask the students which season starts at the beginning of the year. Then have the students each speak about (or write down) what their favorite season is and explain why it is their favorite season. To finish up, have them draw or bring in an item from that season. Then have the students each speak about (or write down) what their favorite season is and explain why it is their favorite season. To finish up, have them draw or bring in an item from that season.
My Seasons Tree Booklet Primary Subject - Science Secondary Subjects - Art Learning objective: Using crayons and paper, the student must illustrate the effect the seasons have on trees. They will learn how the seasons change the trees physically. Materials: crayons and construction paper Student should be seated at their individual desks after you have given them a pre-made construction paper booklet. Introduction: Do trees look the same all year round? Why do you think trees lose their leaves? Let the students make their own predictions and then explain to them how the seasons begin to change the appearance of a tree. Then let them illustrate what you have just explained in their book. Step 1: Tell them to put their name on the first page and Step 2: Draw a tree on a spring day. Step 3: Then a tree in summer. Step 4: Then a tree in the fall. Step 5: Then a tree in winter. Closure: When does the tree have the most leaves? When does it have no leaves?
Spring in Art
The weather report The weather report – which is sometimes right and sometimes wrong – predicts many different weather occurrences. This activity will encourage children to forecast their own weather reports. Goals: To describe and discuss weather predictions. To familiarize children with seasonal vocabulary. Before You Start: Discuss different kinds of weather with the children. What kind of weather do they experience from season to season? Let's Begin: 1. Has bad weather ever changed or interrupted the children's plans? Do they ever listen to the weather report on television or radio? 2. Show children images of weather conditions and discuss. 3. Talk about current weather conditions. Then have the children forecast their own weather reports using the images as a guide. 4. Chart the children's predictions on the poster board. See if the children's predictions prove to be correct by discussing the weather each day. Furthermore: Provide various arts and crafts materials to the children. Encourage them to make a picture of their favorite kind of weather (e.g. cotton balls for snow, blue string for rain, etc.). Hang the weather pictures in the classroom. THE WEATHERMAN story
How Windy Is It? This activity gives children the opportunity to experience a simple scientific concept, wind, by experimenting with different kinds of wind makers. Goals: To explore simple scientific concepts, such as wind. To test observations and form generalizations. Before You Start: Take the children outside on a windy day. Talk to them about wind and how it can move things. For example, wind can blow your hair in your face or blow down a tree during a storm. In this activity, children will experiment with different wind makers to move different items. Let's Begin: 1. Show children the various wind makers and allow them to experiment using them. (Note: each child will need his own straw). 2. Put several items, some that can and cannot be moved by wind, on a table. 3. Have the children predict whether or not an item can be moved by one of the wind makers. Test the results. Which items moved and which items did not? Why? Discuss the weight of the objects and the "strength" of the wind. Furthermore: Place a flag outside the classroom and chart the wind. What happens to the flag on very windy days? What happens to it when there is no wind? What happens when there is a very light breeze?
Stormy Weather Overview Tell the children about the movement of air masses and the collisions between warm and cold air fronts. Give them examples of storms depicted in literature, or in legends. If you find an emotional description, read it to them. Let them watch a mini-storm caused by the end of a vacuum cleaner. Help the children make different noises resembling those of Storm and thunder. Show appropriate pictures. /Photos, or pieces of art/. Listen to music pieces like: Presto from Vivaldi's "Summer," Grofe's "Cloudburst," and Beethoven's "Storm /Allegro from the 6 th Symphony/ Get a new view on weather as you listen to these storm-inspired works! Suggested Use Bring the drama of the natural world into your classroom! Use this listening activity as a jumping off place to explore real and imagined impact of weatheron people and the environment. You can discuss, chart or sketch the changing moods and emotions students feel during different parts of the selections, compare the intentions and results of each composer, or identify the ways instruments are used. To extend your explorations, have students place themselves in one of these musical selections not as a human being, but as a bug or piece of grass or other natural 'object', then write or invent a short story of their experience as this object during the storm. Or, simply listen to the magical, mysterious, terrifying sounds of stormy weather! Prepare similar lessons about other specific weather events /Rainbow, Rain, Hail, Snow, etc/
Clouds and mist
Inside Cloud This science experiment shows children how to create a cloud indoors. Goals: To describe and discuss cause-effect relationships. To observe and describe changes in materials. Before You Start: Divide the children in smaller groups. Fewer children to crowd around the stove. Let's Begin: 1. Explain that you're going to create a cloud inside. 2. Heat the teakettle or a pan of water until it boils. 3. Hold the pie plate over the steam. 4. A whitish "cloud" will form. Point it out to the children. 5. As the steam continues, drops of water will form on the pie pan and drip. 6. Explain that clouds in the sky are made of millions of tiny water droplets. When the water droplets get too heavy, it rains. Furthermore: Read some books about clouds and rain. Clouds and mist